chapter 06 population growth and eductional development

8/8/2019 Chapter 06 Population Growth and Eductional Development

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CHAPTER 6

POPULATION GROWTH AND EDUCATIONAL

DEVELOPMENT

- Tirtha Bahadur Manandhar*

- Krishna Prasad Shrestha**

6.1 Introduction

6.1.1 Coverage of the Paper

The Population Census, 2001, has collected data on two main educational features of thepopulation: literacy status, and educational attainment of the population. The National Report of

the Population Census, 2001 presents census results on the following:

i. Population 6 years of age and over by literacy status, age and sex for regions, and

districts.

ii. Literate population 6 year of age and over by educational attainment (level passed) age

and sex for regions and districts.

Based on the above census results, overall literacy rate for population 6 years and above, and

adult literacy rate for population 15 years and above have been presented in this paper. Also

educational attainment of the literate population has been analyzed based on the census results in

this paper. Thus, we could find out what level of formal education have the various segments of

the population completed (level of school education, higher education). Apart from the findings

based on the census results, it is pertinent to analyze the relevant data collected by the Ministry of

Educational and Sports, (MOES ) and presented regularly in the Annual Educational Statistics

reports of the MOES. In this paper, the basic educational data based on the Educational Statistics

Reports are analyzed initially in context of the educational policies and the relevant population

information from the Census. Detailed analysis of the literacy status and educational attainment of

the population is presented in the later part of the paper.

*Tirtha Bahadur Manandhar is ex-Joint Seretary, HMG, Nepal

**Krishna Prasad Shrestha is a Deputy Director of Central Bureau of Statistics.


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6.1.2 Population and Educational Development

Population growth and educational development are closely interrelated. Population growth leads

to an increase in number of persons for whom education facilities have to be provided. On the

other hand, educational development affects population trends through promotion of increased

acceptance of family planning measures by the adults, and delay in age at marriage.

Nepal has made significant progress in education at all levels during the past three decades.

Currently, 3.8 million students are attending the primary schools and 1.5 million students are

attending the secondary schools (lower secondary and secondary together). Universal primary

education, that is enrollment of all 6-10 years old children in primary schools, is the long-term

goal of the government. The Education for All - Plan of Action (2003) has set the target of

attaining universal primary education by 2015 AD.

Secondary education has also expanded rapidly, as a result of efforts of the government to provide

access to secondary education and also due to increased public demand for this level of education.

Higher secondary education has emerged as an alternative to Proficiency Certificate Level (PCL)

education provided in the campuses of Tribhuvan University. There is now a countrywide

network of higher secondary schools, all of which are functioning under private management. The

PCL programme is proposed to be phased out with the expansion of the higher secondary schools.

Two new universities, the Purbanchal University and the Pokhara University have been

established since 1992. The B.P. Koirala Institute of Health Sciences, having university status has

also been set up. Tribhuvan University is still the main provider of higher education in the

country. The new universities have granted affiliation to a large number of private colleges.

Literacy rate has gone up steadily reaching 54.1% for population 6 years and over. Expansion of

primary education, and execution of various non-formal education programmes have contributed

towards this increase.

6.2 Features of the Education System

6.2.1 Structure

The structure of school level education with Primary Education of Grades 1-5, Lower Secondary

Education of Grades 6-8, and Secondary Education of Grades 9-10, that was created in early

1990's, still remains in practice. The long term goal of the government as indicated in the Ninth

Plan (1997-2002) document is to integrate the higher secondary education (Grades 11, 12) with

the school level education.


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6.2.2 Types of Schools

There are three types of schools at each level of school education namely Government aided

schools (Public Schools), Community Schools and Private Schools. The Community Schools and

Private Schools do not get government grants and rely on their own resources and communitycontributions. The Community Schools are observed to be attempting to get government paid

'teacher quotas' on receiving which they get recognition as government aided schools. In the year

2001, the government aided schools accounted for 88.8% of enrollment at the primary level,

87.6% of enrollment at the lower secondary level, and 85.8% of enrollment at the secondary level.

The rest of the enrollment of various levels was in the Community Schools and Private Schools.

(DOE, School Level Educational Statistics of Nepal, 2001)

6.2.3 Growth of the Private Sector

The private schools have emerged as major provider of school level education since past two

decades. In the year 2001, private schools constituted 8.7% of all primary schools, 17.8% of all

lower secondary schools, and 21.3% of all secondary schools (DOE, School Level Educational

Statistics of Nepal, 2001). The private schools are seen to be particularly prominent in the

delivery of secondary education. The perceived higher quality of education in these schools is the

main factor for the growth of private sector institutions.

Early childhood education has been emphasized for proper development of young children and

increased access to primary educations. Promotion of pre-primary education through community

based child development centres is being done. In urban areas, private sector is providing pre-

primary education on extensive scale.

6.2.4 Higher Secondary Education

Higher secondary education is provided by a diverse set of institutions such as the Public schools,

Private schools, Colleges and specific Plus Two schools. The Higher Secondary Education Board

(HSEB) provides approval to the institutions for conducting Grades 11 and 12 (Plus Two) classes,prescribes curriculum and conducts examinations. A large number of higher secondary schools

have been established in recent years. The number of such schools reached 789 in April 2003. The

addition in number of such schools has been as indicated by the Ninth Plan (1997-2002). The Plan

had expected that the number of higher secondary schools would reach 758 by the end of the plan

period. The number has now exceeded the plan expectation due to liberal granting of approval by

HSEB.


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6.2.5 Expansion of Higher Education

With the establishment of two new universities - the Purbanchal University and the Pokhara

University, the number of universities has reac hed five. The Kathmandu University and other two

new universities have provided affiliation to a large number of private colleges for teaching

Science, Management, Engineering, Medicine and other professional courses. The Purbanchal

University and Pokhara University have quite small enrollment in their respective constituent

campuses. The private colleges attached to these universities charge much higher fees than the

private campuses affiliated to Tribhuvan University.

6.2.6 Department of Education

The establishment of Department of Education (DOE) in 1999 marks an important change in the

system of educational administration. The DOE was made responsible for the implementation of

the Basic and Primary Education Project (BPEP), Phase II (19992004). At the same time, the

processes of preparation of District Education Plans (DEP) and School Improvement Plans (SIP)

were started under the BPEP II programme. The DEP and SIP planning processes are considered

to be important steps for promoting decentralized planning in the educational field and for raising

quality education..

6.2.7 Financing of Education

The government has been devoting a substantial proportion of budget for the Education Sector.

The allocation for the Education Sector was 14% of the government budget for Fiscal Year

2000/2001. The Education Sub-Sector allocations were as follows for FY 2000/2001: 55.4% for

Primary Education, 21% for Secondary Education, 12% for Higher Education, and 1% for Non-

formal Education. The total allocation for the Education Sector was Rs. 14.0 Billions. (MOES,

Education Information of Nepal, 2001)

6.2.8 Education Regulations Revision

The Education Regulations 2059 (2002 A.D.) based on the Seventh Amendment of the Education

Act, 2028 (1971 A.D.), allows the public schools to charge tuition and other fees on the students.

The government is committed to free primary education. The tuition fees can now be charged in

the Public Secondary Schools. Several new features such as Teacher Licensing System, setting up

of Village Education Committees, formation of School Management Committees with major

representation of parents, have also been included in the revised Regulations. Further, the new

terminologies have been used to describe the types of Schools. The present government aided


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schools are called Community Schools and the Private Schools (including private boarding

schools) are described as Institutional Schools.

6.2.9 Projects

A number of externally supported projects have been implemented during 1991-2001 to promote

educational development.

These are :

- Basic and Primary Education Project (1993-98) Phase I

- Basic and Primary Education Project (1999-2004) Phase II

- Secondary Education Development Project (1993-2000)

- Primary Education Development Project (1992-97)

The Basic and Primary Education Project (Phase I and II) has the objectives of

(i) expanding access to basic and primary education (ii) raising quality of teaching/learning and

(iii) improving educational management. The Primary Education Development Project (PEDP)

concentrated on building infrastructure for primary teacher training and on establishment of

National Centre for Educational Development (NCED). Secondary Education Development

Project provided support for improving infrastructure for science teac hing and for expanding

institutional base for secondary teacher training. The PEDP provided support for the

establishment and operation of the NCED and Primary Teacher Training Centres.

6.2.10 Population Pressure on Education

The country's rate of growth of population during 1991-2001 was 2.25% per year. This is

considered to be relatively high growth rate of population. The population growth exerts

continuing pressure on provision of primary education in the short term and on provision of other

levels of education in course of time.

6.3 Progress in Education

6.3.1 Primary Education

The growth in number of schools and enrollment continued during the intercensal period 1991-

2001. As reported in the School Level Educational Statistics of Nepal, 2001, the number of


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primary schools reached 24,943 in the year 2001; and enrollment reached 3.8 millions in that

year. (Table 6.1)

Over the period 1993-2001, there was an absolute increase of 4726 primary schools; and the

average annual rate of increase in enrollment dur ing the period was 2.8%. This growth rate islower compared to the annual growth rate (11.1%) over the earlier period (1987-92) (Table 6.2).

The Educational Statistics Report for 2001, indicates a decline in number of primary schools in

2001.

Primary education has been a priority area of educational policy and programme. Several

measures have been taken to increase the access to primary education and improve its quality.

Basic and Primary Education Project with comprehensive coverage (Physical facilities

development, Curriculum Development, Teacher Training, Resource Centres, Woman Education)

has been implemented. A new phase of the project is currently under implementation since 1999.

There has been a steady increase in the participation of girls in primary education. Girl students as

proportion of total primary enrollment increased from 38.7% in 1993 to 44.8% in 2001. Special

measures such as provision of scholarships for girl students in specified districts, and appointment

of female teachers have contributed towards this increase in girls participation. The Education for

All Plan Action 2003 aims at attaining complete gender parity in school enrollment by 2015.

Primary enrollment ratios are used to measure progress in access to and participation in primary

education. Gross Enrollment Ratios have exceeded 100% because of presence of "underaged" and

"overaged" children in primary classes. Currently, Net Enrollment Ratio is 81.1%. This implies

that about 19% of children in 6-10 years age group are still out of school (primary level). It is

observed that most of the unschooled children belong to the disadvantaged groups, communities

in remote areas and families in extreme poverty.

6.3.2 Secondary Education

There has been a significant increase in number of lower secondary and secondary schools and

also in the enrollments of the respective levels. The number of lower secondary schools went up

from 4376 in 1993 to 7340 in 2001. Enrollment grew from 637 thousand in 1993 to 1058

thousand in 2001 indicating an annual increase of 5.2% over the period 1993-2001. (Tables 6.1

and 6.2)


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The number of secondary schools reached 4113 in 2001, which is nearly double the number in

1993. Enrollment at this level went up from 272 thousand in 1993 to 449 thousand in 2001,

indicating an annual growth rate of 4.2% during the period 1993-2001. A decline in number of

secondary schools in 2001 is noted: however there was a large increase in secondary level

enrollment in this year.

The increase of lower secondary and secondary level enrollment can be explained by factors such

as the demand for secondary education created by an expanding primary education system, social

pressure for gaining more education at upper levels, and the waiving of tuition fees in the public

schools at lower secondary and secondary levels. The "tuition fee" in secondary education was

done away in 2059 when a major revision of the Education Regulations, 2059 (2002 A.D.)

permitted the charging of tuition and other fees in the public schools.

The percentage of girls at the enrollment of the lower secondary level was 42.2% and at

secondary level 41.4% in 2001. Over the years from 1993 to 2001, some increment in the

percentage of girl students at the secondary levels has occurred. A large number of lower

secondary and secondary schools have been approved with a view to increase, for the boys as well

as the girls, the access to secondary education.

Table 6.1 : Trends in number of schools, total enrollment and girls' enrolment 1993

2001, Nepal.

1993 1994 1995 1996 1997 1998 1999 2000 2001

Primary Level

1. No of Schools 20217 21102 21473 22218 23284 23885 25527 25927 24943

2. Total Enrolment (in 1000) 3091 3191 3263 3447 3460 3587 3780 3623 3853

3. Girls Percentage in TotalEnrolment

38.7 39.0 39.9 40.6 41.6 41.9 42.6 44.1 44.8

Lower Secondary Level

1. No of Schools 4376 4739 5041 5506 6062 6617 7276 7287 7340


3. Girls Percentage in Total

Enrolment

34.0 35.0 36.0 38.0 38.6 40.9 40.9 41.0 42.2

Secondary Level

1. No of Schools 2242 2482 2654 2903 3322 3624 4082 4350 4113


3. Girls Percentage in Total

Enrolment

31.0 32.0 35.0 36.1 40.9 39.2 39.7 40.6 41.4

Source : Ministry of Education, Educational Statistics Reports for Various Years 1993 to 2001.

Note : The statistics mentioned here include Public (G overnment aided), Comminity and Private

Schools.


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Table 6.2 : Average annual growth rate of enrollment at primary, lower secondary and

secondary levels.

Year Primary Lower Secondary Secondary

1993-94 3.2 5.2 0.7

1994-95 2.2 8.3 5.8

1995-96 5.7 8.9 13.8

1996-97 0.4 4.8 4.5

1997-98 3.7 1.6 9

1998-99 5.3 7.8 2.7

1999-2000 -4.1 4.5 -3.2

2000-2001 6.3 0.7 20.4

Average 2.8 5.2 6.7

Source : Based on data presented in Table 6.1.

Note : The Minus (-) notation indicates a decline in related rate.

The Gross Enrollment Ratio at the lower secondary level was 63.2% and at the secondary level,

43.8% in the year 2001. These ratios indicate relatively low participation rates of the adolescents

and youths in secondary education. Gender disparities in participation are more pronounced at this

level than at the primary level. The participation of low socio-economic and disadvantaged groups

is generally observed to be low, mainly because of high incidence of dropout at the primary level,

among these groups. Further, the low efficiency of secondary education as indicated by high

failure rate in the S.L.C. examination is a matter of serious concern.

6.3.3 Proportion of Girls Enrollment at Primary Level

The pattern of primary enrollment in 2001 by Development Regions and Geographical zones is

shown in Table 6.3 Each cell in the table has two figures: the first figure is the total enrollment in

the concerned region/zone, and the second figure is the percentage of girls in that enrollment. It is

seen that the Mountain and Hill Zones of Eastern and Western Region, and Kathmandu Valley

have high percentages of girls enrollment in the total enrollment of respective Region/Zone.

Lowest percentages of girls enrollment are found in Mountain Zones of Mid Western and Far

Western Regions, and Terai Zone of Central Region.


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Table 6.3 : Primary enrollment and percentage of girls, 2001 by development and

geographical regions.

Region Eastern Central WesternMid

Western

Far

Western

Mountain

Total 100041 112131 3508 50814 73944% of Girls 47 45 50.7 34.3 41.4

Hills

Total 337674 352242 629543 300089 121624

% of Girls 47.9 46.6 48.9 43.7 43.4

Kathmandu

Valley

Total 221290

% of Girls 47.7

TeraiTotal 445616 482246 259540 206615 156701

% of Girls 44.3 38.2 42.5 44.7 45.1

Region Total 883331 1167909 892591 557518 352269

% of Girls 46 43.2 47.1 43.2 43.8

Source : Department of Education, MOES, School Level Educational Statistics of Nepal, 2001

6.3.4 Teachers at the School Level

The total number of teachers in schools (all types) in 2001 was 96,659 at the primary level,

26,678 at lower secondary level, and 18,846 at the secondary level. Female teachers as

proportions of total teachers constituted 25.3% of teachers at primary level, 14% of teachers at

lower secondary level and 7.9% of teachers at secondary level in 2001.

During the period 1996-2001 the number of primary teachers increased by 8.1%, number of lower

secondary teachers by 35.4% and number of secondary teachers by 14.7%. The increase in

number of lower secondary and secondary teachers is evid ently higher than that of primary

teachers.

Over the period 1996-2001, there was steady increase in proportions of female teachers at the

primary level; about 25% of the teachers in primary schools are female teachers: and the

proportions of female teachers reached around 14% at lower secondary, and about 8% at

secondary level in 2001.


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Table 6.4 : Teachers at school level 1996-2001.

Level Category 1996 1997 1998 1999 2000 2001

Total Teachers 89,378 91,464 91,878 99,382 97,879 96659Primary

LevelPercentage ofFemale Teachers 20.6 22.5 22.5 23.8 25.3 25.3

Total Teachers 19,704 20,641 22,095 24,696 25,375 26678Lower

Secondary

Level

Percentage of

Female Teachers 12.8 12.6 11.6 13.4 12 14

Total Teachers 16,423 16,494 16,677 19,185 19,498 18,846Secondary

LevelPercentage ofFemale Teachers 10.3 8.2 7.2 8.4 7.6 7.90%

Source : Ministry of Education, Educational Statistics Reports (Various Years) 1996 to 2001.

The Student: Teacher ratios at the school level in 2001 were as follows: 40:1 at primary level,

40:1 at Lower Secondary Level and 24:1 at Secondary Level. There are large regional variations

in the student teacher ratios. Generally the student teacher ratios are higher at all levels in Terai

region compared to other regions.

6.4 Enrollment Ratios

6.4.1 Trends in Enrollment Ratios

The enrollment ratios indicate the extent of access to and participation of population of relevant

age groups in education of various levels of education. Targets of educational development are

generally laid down in Nepalese development plans in terms of enrollment ratios Net

Enrollment Ratios (NER) (Number of students in officially defined age group for a given level of

education expressed as percentage of population in the corresponding age group) with respect to

Primary Education, and Gross Enrollment Ratios (GER) (Enrollment in a specific level of

education, regardless of age, expressed as a percentage of the eligible school age population

corresponding to the same level of education) with respect to Lower Secondary and Secondary

levels. For instance, the Ninth Plan laid down enrollment targets of attaining 90%(NER) at

Primary Level and 45% (GER) at Secondary Level. The Tenth Plan (2002/2007) has set target of

attaining GER 65% for lower secondary level and 45% secondary level During the period 1995-

2001, the GER at primary level increased marginally, and there was significant improvement in

the NER.


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Table 6.5 : Change in GER, NER 1995-2001.

Year 1995 2001

Level

GrossEnrollment

Ratio

NetEnrollment

Ratio

GrossEnrollment

Ratio

NetEnrollment

Ratio

Primary 114.1 67.5 124.7 81.1

Lower Secondary 47.9 26 63 39

Secondary 31.6 17.3 43.8 25.5

Source : Ministry of Education, Educational Statistics Reports, 1995, and 2001.

The GER at lower secondary increased significantly during 1995-2001 period. There was also

moderate increase in NER at this level. GER and NER at the secondary level also went up

moderately. The data indicate that in 2001, about 81% of primary school age (6-10 years) children

were enrolled in schools; at the lower secondary level about 40% of lower secondary age (11-13

years) children were enrolled, and similarly, 25% of secondary school age (14-15 years) children

were enrolled in secondary schools.

It is seen that the GER at primary level exceeds 100%. This situation is due to lack of strict age-

grade correspondence in school enrollment. There are "underaged" as well as "overaged" children

(ages lower or higher than specified for a particular grade). In the year 2001, the distribution of

students in percentage at primary level by their age/grade level was as follows: "underaged"

students 7.8%: "correct age" students, 65.1%, "overaged" students 27.1%. The data indicate that

over a quarter of all primary students are overaged for the grades they attend.

The pattern of GER at primary level exceeding 100% is found in a number of the South Asian

countries (Bangladesh, India, Maldives, Sri Lanka) besides Nepal.

6.4.2 Pattern of Enrollment Ratios at Various Levels

Table 6.6 presents the GER at different levels by Development Regions. At the primary level, the

GER exceeds 100% both for boys and girl students, and in all the five Development Regions.Highest total GER is found in the Western Region. Relatively low GER is found in Central

Region. At the lower secondary level, total GER is 63.2%, relatively low GER is found in Mid

Western and Far Western Region, particularly for the girl students in 2001. At the Secondary

level, GER for the country is 43.8%, the highest GER (51.4%) is found in the Western Region

and relatively low GER(about 30%) is found in Mid Western and Far Western Regions in 2001,

GERs are particularly very low for the girl students in all development regions.


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Table 6.6 : Gross enrollment ratios, by development regions 2001.

Primary Lower Secondary SecondaryDevelopment

Region Boys Girls Total Boys Girls Total Boys Girls Total

Eastern 126.7 112.1 119.5 71.9 59 65.5 55.8 42.7 49.2

Central 125.8 102 114 71 51 61 51 37.2 44.2

Western 144.4 138.6 141.6 80.9 68.6 74.8 58.2 44.9 51.4

Mid Western 153.8 119.7 137 66.9 40.1 53.5 42.1 20.3 30.7

Far Western 132 108.4 120.5 66.8 37.1 52.3 43.6 17.2 30.2

Nepal 134.1 115 125 72 54 63 52 36 43.8

Source : DOE, MOES, School Level Educational Statistics of Nepal, 2001.

Table 6.7: Net enrollment ratios by development regions 2001.

Primary Lower Secondary SecondaryDevelopment

Region Boys Girls Total Boys Girls Total Boys Girls Total

Eastern 83.9 76 80 46 36 41 32.8 24.4 28.4

Central 86.3 69 77.9 46.2 34.6 40.5 32.9 23.8 28.4

Western 89.7 81.4 85.7 49.3 41 45.2 31.9 24.5 28.1

Mid Western 91.1 80.7 85.9 38.2 23 30.6 21.7 10.8 16

Far Western 84.7 73 79 39 22 31 22 8.8 15.4

Nepal 86.9 75.1 81.1 45 33.7 39.4 30.2 20.9 25.5


There are wide differences between GER and NER (total as well as genderwise) at all levels. The

relatively low NER compared to GER at primary level indicates the practice of late school going

in several parts of the country.

With respect to both GER and NER at the primary level, there is a substantial gender gap

indicating the need to be met in getting the girls to schools. The gender gaps are wider at lower

secondary and secondary levels than at primary level.

Table 6.7 presents NER at different levels and development regions. In the year 2001, the total

NER at the primary level was 81.1%, in total, 86.9% for the boys and for the girls 75.1%. It

means that about 19% of the primary school age children are not in schools. More girls of primary

school age (25%), are not in schools, compared to 13% of the primary school age boys.


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Regionwise the NER at primary level exceeds the national average of 81.1% in two Development

Regions, (Western and Mid Western Regions). The NER for the Central Region is less than the

national average. This is due to relatively low girl specific NER in this Region.

The NER at lower secondary and secondary levels are quite low, particularly at the secondary

level. Regionwise higher NER (45.2%) is found in the Western Region, for the lower secondary

level; and highest NER (28.4%) is found in the Eastern and Central Regions for the secondary

level. Girl specific NER is generally lower than the boy specific NER in all regions.

Further exploration of NER at primary level by geographical regions is relevant in view of the

government's goal of attaining 90% NER by the end of Tenth Plan. The NER data for the year

2001 show that NERs are generally low in the Terai Region of all development regions

particularly for the girls. Also the Mountain and Hill belts in the Mid Western and Far Western

Regions have low NER. (Table 6.8)

Table 6.8 : Net enrollment ratio at primary level by development and geographical

regions, 2001.

Regions Boys Girls Total

Nepal 86.9 75 81.1

Eastern Region 83.9 75.8 79.9

Mountains 90.4 94 92

Hills 93.3 88.5 90.9

Terai 78.4 67.1 72.9

Central Region 86.3 69 77.9

Mountains 94.6 90 93Hills 94 84.8 89.5

Terai 79.8 51.7 66.3

Kathmandu Valley 91.4 89.5 90.5

Western Region 89.7 81.4 85.7

Mountains 96.5 97.4 97

Hills 93.1 90.4 91.8

Terai 84.1 67 75.8

Mid Western Region 91.1 80.7 85.7

Mountains 92.9 67.8 80.5

Hills 95.3 88 91.7

Terai 85.8 75.1 80.5

Far Western Region 84.7 73.1 79

Mountains 96.6 85.2 91.1

Hills 82.5 70.5 76.7

Terai 81.9 70.7 76.4



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6. 5 Promotion, Repetition and Dropout Rates

6. 5.1 Promotion, Repetition and Dropout Rates at Primary Level

One of the main problems of the education system particularly at the primary level is the low rate

of retention in the schools. Retaining the students in schools and enabling them to complete

primary education is now one of the key aims of the education policy at present. The low

retention is a reflection of the successive dropout and repetition rates prevailing in the primary

grades.

Recent Educational Statistics Reports and Ministry of Education Reports have used 'Survival

Rates' at primary level to represent the status of efficiency. The Survival Rate (by grade) at

primary level refers to percentage of student cohort enrolled in Grade 1 of primary education, that

reaches a given grade of the primary cycle. The Educational Statistics Report (1999) has

mentioned the Survival Rate to Grade 5 to be 49.7% for the year 1999. The EFA Plan of Action,

2003, has mentioned the Survival Rate to be 63% for the year 2000.

Data on the flow rates at the primary and secondary levels are regularly presented in the annual

Educational Statistics Reports of the MOES. Data on these rates for two years 1995, and 2001 are

briefly analyzed here (Tables 6.9, A and B). It is seen from the Table

6.9 (B) that in 2001 promotion rate was just above 47.4% at Grade 1; repetition rate was very

high; so too the dropout rate was quite high at Grade 1. Consequently promotion rate to Grade 2

was low. Promotion rates improved substantially from Grade 2 onwards. Repetition rate at the

Grade 2 and subsequent grades are substantially low compared to the rates prevailing at Grade 1.

A comparison of the flow rates for 1995 and 2001 shows that the promotion rate has gone up; and

repetition and dropout rates have gone down across the entire five grades of primary education.

More particularly the promotion rate at Grade 1 has gone up to 47.4 in 2001. Dropout rate has

gone down to 13.7% in 2001. (Table 6.9, A & B). These trends indicate an improvement in the

internal efficiency of primary education.

The pattern of promotion, repetition and dropout rates (at primary level) for boys and girls is

almost similar, with not significant difference.


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Table 6.9 A: Promotion, repetition, dropout rates at primary level, 1995.

Flow Rate Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Promotion Rate 37.6 70 77.3 73.2 67

Repetition Rate 41.8 18.9 17 16.9 17.4

Dropout Rate 20.6 11 6 10 16

Source : MOE, Educational Statistics of Nepal, 1995.

Table 6.9 B : Promotion, repetition, dropout rate, 2001.


Promotion Rate 47.4 79.0 83.7 82.7 82.0

Repetition Rate 38.7 16.8 12.3 12.7 90

Dropout Rate 13.9 4.0 4.0 5.0 10.0

Source : DOE, MOES, School Level Educational Statistics of Nepal, 2001Note : (i) Promotion Rate Percentage of students who are promoted to the next upper grade in the

following year to the number of students enrolled in grade..

(ii) Repetition Rate: The percentage of students who repeat the same grade in the following year to

the number of students enrolled in the grade.

(iii) Dropout Rate: The percentage of students who dropped out from the school from a particular

grade to the number of students enrolled in the grade.

Bringing down dropout and repetition rates is essential to attain higher NERs. For this, raising

quality of instruction in schools, and improving school management including monitoring of

student attendance and performance are essential. Under the BPEP II, the government has been

conducting piloting of automatic promotion in Grades 1, 2, and 3. in a few districts The scheme is

still in experimental stage. Further, there is a programme of introducing Compulsory Primary

Education. Some municipalities like Banepa have done appreciable work on their own in their

constituencies. The government programme on compulsory primary education is limited to five

districts. Successful implementation of Compulsory Primary Education will cut down dropout

rates substantially. The EFA Plan of Action (1993) has also mentioned strategy to introduce the

compulsory education at the primary level. for raising primary enrollment. As yet, it seems

unlikely that there will be extension of the scheme in the immediate future.

6.5.2 Promotion, Repetition and Dropout Rate at Secondary Level

Promotion rates are consistently high at secondary level; there is decline in promotion rate at

Grade 8. Repetition and dropout rates are generally low. A comparison of data for 1995 and 2001

indicates that repetition and dropout rates for the year 2001 are lower than the rates for 1995.


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(Tables 6.10A and B) Despite the lower repetition and dropout rates in the secondary grades, the

secondary education system is seen to be evidently inefficient. This is indicated by the low pass

rates in the SLC Examination. The low performance of students of the public schools points out

the low efficiency levels of these schools mainly. The S.L.C. pass rates have varied between 33%

and 45% in different years. In the SLC examination of 2003, the pass rate was 32.5%

Table 6.10 A : Promotion, repetition and dropout rate at secondary level, 1995.


Promotion Rate 79.4 81.1 71.2 76.8 -

Repetition Rate 13.2 11.1 16.9 12.0 18.3

Dropout Rate 7.4 7.8 11.9 11.2 -

Source : MOE, Educational Statistics of Nepal, 1995.

Table 6.10 B : Promotion, repetition and dropout rate at secondary level, 2001.


Promotion Rate 84.0 88.5 79.2 82.2 -

Repetition Rate 10.8 8.8 10.6 9.8 10.3

Dropout Rate 5.2 2.7 10.2 8.0 -


6.6 Higher Secondary Education

The higher secondary education system was introduced in early 1990's under the Higher

Secondary Education Act of 1989. The system was intended to prepare students for the world of

work as middle level manpower, and to prepare students for higher education in general and

professional areas. Presently, the system is devoted mainly to preparing students for higher

education. The higher secondary education system was expected to replace the Proficiency

Certificate Level (PCL) in Tribhuvan University and other Universities. Such phas ing out of the

PCL programme from the universities has not materialized for various reasons.

Under the Higher Secondary Education Act, the Higher Secondary Education Board (HSEB)

grants approval to various institutions to conduct the Plus Two (Grade 11 and 12) classes. The

higher secondary schools are being run in the following organizational setups:

- Attached to existing secondary schools (Public and Private), but operating as separate

entities,


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- Attached to Campuses, mainly private campuses

- Separate P lus Two (Higher Secondary) Institutes.

In April 2003, the number of higher secondary schools approved by the HSEB was 789. The

regional distribution of these schools is as follows: (Table 6.11)

Table 6.11 : Regional distribution of higher secondary schools (HSS), 2003.

RegionNumber of

H. S. S.%

1. Eastern Region 165.0 20.9

2. Central Region 325 41.2

a) Districts other than Kathmandu Valley Districts (139) (17.6)

b) Kathmandu Valley Districts (186) (23.6)

3. Western Region 190 24.1

4. Mid Western Region 49 6.2

5. Far Western Region 60 7.6

Total 789 100

Source : Higher Secondary Education Board. (Compiled from the primary data supplied by HSEB, April

2003)

Data on enrollments and teachers in the higher secondary schools are currently lacking. The

HSEB maintains data on students sitting in the higher secondary examination. According to

HSEB Examination Section, a total of 172 thousand students (Grades 11 and 12) appeared in the

higher secondary examinations held in April 2003. This gives some idea of the large student

population involved in higher secondary school studies.

One important aspect is that the pass rates in the examinations conducted by the HSEB are very

low. Pass rates vary by subject. The overall pass rate in Grade 11 Examination (Regular) of 2055

was 34.5%, and Grade 12 Examination (Regular) of the same year was 39.7%. Higher pass rates

was found in Commerce and Science streams, compared to the rates in Humanities and Education

streams. (HSEB, Examination 2055- At a glance)

6.7 Technical Education and Vocational Training

The Council for Technical Education and Vocational Training (CTEVT) is the principal

government agency under the Ministry of Education and Sports, responsible for technical and

vocational training directed mainly to students with some years of secondary education.

Information is available on 8 Technical Schools and 1 Polytechnic directly operated by CTEVT.


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In 2056/57, there were a total of 1520 students (undergoing two year Technical SLC programmes)

in the 8 technical schools. The polytechnic (at Hetauda) conducts short term training. There were

114 private technical institutes affiliated to CTEVT, which were conducting the Technical SLC

programmes in various vocational areas. A total of 7155 students were enrolled in these private

institutes in 2056/67. The data indicate significant role of private institutes in vocational training.(MOES, Education Information of Nepal, 2001)

The CTEVT is now moving on to conduct Diploma level courses in some of the technical

schools. It has also granted affiliation to 5 private institutes to conduct Diploma courses.

Meanwhile, the Training Institute for Technical Instruction (TITI), under the CTEVT has received

affiliation with Kathmandu University to conduct Bachelor programme in Technical Instruction.

6.8 Higher Education

6.8.1 Institutions

The higher education system of the country comprises of the following universities:

UniversitiesEnrollment Constituent

(Campuses)Year

Tribhuvan University, Kirtipur 142,308 2001/02

Mahendra Sanskrit University, Dang 1,606 2000/01

Kathmandu University, Dhulikhel 1,497 2000/01

Purbanchal University, Biratanagar 214 2000/01

Pokhara University, Pokhara 128 2000/01

B.P. Koirala Institute of Health Sciences, Dharan 860 2002

Source : Tribhuvan University, The 22nd Annual Report, and B.P.K. Institute of Health Sciences, Annual

Report 2001-2002 and Plan of Action 2002-2003

Note : Constituent Campuses refer to campuses operated directly by the concerned univeristies. Thus

private/affiliated campuses are not included here.

Until recently, higher education in Nepal was virtually synonymous with Tribhuvan University

(Constituent and Affiliated campuses). At present, the other universities have come up with large

number of affiliated campuses. At present, the total enrollment in constituent campuses of

different universities together exceeds 146,000. In 2053/54 (1996), the total enrollment in

constituent campuses of three universities (Tribhuvan University, Mahendra Sanskrit University

and Kathmandu University) was 106,887.


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6.8.2 Tribhuvan University

This university is the oldest and largest university of the country. It has 5 Institutes (Engineering,

Medicine, Agriculture and Animal Sciences, Forestry and Science and Technology) and 4

Faculties (Education, Management, Law, and Humanities and Social Sciences). The university

has 61 Constituent campuses under the various Institutes and Faculties. It has a total of 177

affiliated (private) campuses conducting various academic programmes. In 2058/59 B.S.

(2001/2002 A.D.), the university had a total of 142,308 students enrolled in its constituent

campuses. Data on the enrollment in the affiliated campuses are not available.

The university enrollment in Technical Institutes and Faculties in 2058/59is shown in the Tables.

(Table 6.12 A and 6.12 B). From Table 6.12 A it is seen that 42.4% of T.U. enrollment is at

Certificate Level, 45.5% at Bachelor Level, 11.2% at Post Graduate Level, and about 1% at

'Others' category.

Further, girl students constituted 26% of total T.U. enrollment (constituent campuses) .In

Technical Institutes, girls constituted about 19% of total related enrollment, and in General

Faculties, the girl students constituted about 28% of total related enrollment.

The distribution of T.U. enrollment by Institutes and Faculties is shown in Table 6.12 B. and 6.13.

In 2058/59, 13.5% of T.U. enrollment was in Technical Institutes and 86.5% in General Faculties.

Data presented in Table 6.13 indicate that enrollment in Science and Technology at Certificate

and Bachelor Levels constitute major portion of Technical Institute enrollment. Engineering

education is seen to be expanding. In general higher education, the Management and

Humanities/Social Science faculties accounted for major proportion of total enrollment.

For comparision purposes, higher education enrollment status (in constituent campuses of

different universities in 2053/54) is presented in Table 6.12C. The total enrollment in that year

was 106,887. Enrollments by Institutes and General Faculties of Tribhuvan University, and by

Schools of Kathmandu University are also shown in the table. Significant increases have occurred

in enrollment in Tribhuvan University during 2053/54 and 2058/59. (Please refer to Table 6.12A

and 6.12B as well). There has occurred an 18% increase in Technical Institute enrollment

compared to 39% increase in General Faculty enrollment 39% over the five year period in

Tribhuvan University only.


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Table 6.12 A : Enrolments by levels, Tribhuvan University constituent campuses, 2058/59.

Certificate Bachelor Post Graduate Others TotalInstitutes/Faculties

Total % Girls Total % Girls Total % Girls Total % Girls Total % Girls

Technical Institutes 9873 19.2 7521 18.6 1770 18.9 19,164 18.9

General Faculties 50,470 30.8 57,315 25.9 14,230 19.4 1129 18.3 123,144 27.6

Total 60,343 28.8 64,836 25.0 16,000 19.3 1129 18.3 142,308 26.0

Proportion of enrollment by level 42.4 _ 45.6 _ 11.2 _ 0.8 _ 100.0 _

Table 6.12 B : Enrolment in Tribhuvan University by institutes and faculties (constituent campuses) 2058/59.

Institutes/Faculties Certificate Bachelors Post Graduate Others Total

Technical Institutes

1. Engineering 2414 1487 173 4074

2. Agri. and Animal Science 101 536 81 718

3. Medicine 839 616 292 1747

4. Forestry 157 189 14 360

5. Science and Technology 6,362 4693 1,210 12265

Sub Total Technical 9,873 7521 1,770 19,164

General Faculties6. Law 1924 92 2016

7. Management 12,814 19,072 5,547 37,433

8. Education 7758 13,308 1735 22,801

9. Hum. & Social Science 29,898 23,011 6,856 1129 60,894

Sub Total General 50,470 57,315 14,230 1129 123,144

Total 60,343 64,836 16,000 1129 142,308

Source : Tribhuvan University, The 22nd Annual Report of Tribhuvan University 2058/59


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Table 6.12 C : Higher education enrollments: enrollments in constituent campuses 2053/54.

University Enrollment

1. Tribhuvan University (T.U.)

Institute of Engineering 1998Institute of Agriculture and Animal Sciences 602

Institute of Medicine 1565

Institute of Forestry 410

Institute of Science and Technology 11655

Sub Total Technical 16230

Faculty of Law 3877

Faculty of Management 31534

Faculty of Education 10984

Faculty of Humanities and Social Sciences 42001

Sub Total General Faculty 88396

Total T.U. 104626

2. Mahendra Sanskrit University (M.S.U.) 1017

3. Kathmandu University (K.U.)

School of Science 865

School of Engineering 252

School of Management 71

School of Education 24

School of Arts 32

Total K.U. 1244

Grand Total (T.U., M.S.U., K.U.) 106887


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Table 6.13 : Distribution of enrollment (constituent campuses) Tribhuvan University by

institutes/ faculties, 2058/59.

Institute/FacultyTotal

Enrollment

Percent of

Enrollment

Technical

1. Engineering 4074 2.92. Agriculture and Animal Science 718 0.5

3. Medicine 1747 1.2

4. Forestry 360 0.3

5. Science and Technology 12265 8.6

Sub Total Technical 19164 13.5

General Faculty

6. Law 2016 1.4

7. Management 37433 26.3

8. Education 22801 16

9. Humanities and Social Science 60894 42.8

Sub Total General 123144 86.5

Total 142308 100.0

Source : Planning Division, Tribhuvan University, The 22nd Annual Report of Tribhuvan University

(2058/59).

6.8.3 Mahendra Sanskrit University

This university has 12 constituent campuses and a few affiliated campuses. There were 1606

students in the 12 constituent campuses with following levelwise distribution : Uttarmadhyama-

1070; Shastri-424; and Acharya-112. (Enrollment Data for 2057/58) (U.G.C. Annual Report of

University Grants Commission 2057/2058)

6.8.4 Kathmandu University

This private sector university has 6 constituent campuses (organized in Schools of Science,

Engineering, Management, Education, Medical Sciences and Arts). The total enrollment in these

campuses/schools was 1497 (25% girls) in 2057/58. The university has 12 affiliated colleges

(including 5 medical colleges) in different parts of the country. There were a total of 2491

students (40.6% girls) in these colleges in 2057/58. (UGC, Annual Report of University Grants

Commission, 2057/58)


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6.8.5 Purbanchal University

This university functioning with state support has 2 constituent campuses, and 34 affiliated

colleges/campuses. The two constituent campuses had a total of 214 students. The affiliated

colleges/campuses offer Bachelor courses on a number of subject areas such as Science,

Management, Engineering, Agriculture, Bio-chemistry, Education, Humanities and Law. The

affiliated colleges/campuses had a total of 1117 students in 2057/58. (UGC, Annual Report of

University Grants Commission 2057/58)

6.8.6 Pokhara University

This university conducts programmes in Management, Construction Management, Resource

Management under its three Faculties. It has 19 affiliated (private) campuses; these affiliated

campuses conduct courses on various areas such as Science, Bio-chemistry Management,

Engineering. Altogether, there were 128 students in the courses run by the university under its

Faculties. There were 1500 students in the private campuses affiliated to the university in

2057/58. (UGC, Annual Report of University Grants Commission, 2057/58)

Some notable trends in higher education are:

- The demand for professional courses like Engineering, Management, Medicine, and

specific job oriented areas is increasing.

- As the cost of taking up technical studies is increasing, the common people can hardly

afford the high fees charged by the private institutions. Seats in the campuses of Tribhuvan

University are very limited. The Engineering Institute has started course shifts charging

high fees, running in parallel with the regular fee courses.

- In the Faculty of Humanities and Social Sciences, (Tribhuvan University), the proportion of

total enrollment is high. But actual daily attendance of the students in the classes is reported

to be quite low. The failure rate of students in examination in Humanities and Social

Sciences are higher than that in Sciences, Management, and professional areas.

- Generally the private colleges affiliated to the universities do not have adequate physical,

and instructional facilities for conducting the studies.

- The Proficiency Certificate Level classes are being run by constituent and affiliated

campuses of Tribhuvan University. The Kathmandu University and Mahendra Sanskrit

University continue to run their Certificate Level courses in their respective areas. At the

same time, the 10+2 programme is being expanded.


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6.8.7 B. P. Koirala Institute of Health Sciences (BPKIHS), Dharan

The BPKIHS was established in 1993 as an autonomous Health Sciences University. The Institute

conducts MBBS programmes, B.Sc. in Nursing, Bachelor in Dental Surgery and a number of Post

Graduate programmes on various clinical sciences. In 2002, the BPKIHS had the following

number of students: 384 in MBBS, 160 in BDS, 75 in B.Sc. Nursing, 160 in Certificate level in

Nursing, 48 in MD/MS and 33 in other clinical areas.

6.9 Literacy Definition

In common interpretation, literacy is the knowledge of reading and writing. Those who can read

and write are called literates. A literate person is expected to be conversant with the three R' s -

reading, writing and arithmetic. Traditionally for census taking purposes in most countries, the

ability to read and write has been regarded as the minimal standard of literacy. Now a day,

literacy is interpreted in a wide and comprehensive sense. UNESCO came up with the concept of

functional literacy and added qualitative approach in 1965. It defined a person to be functionally

literate when he/she could read and write enough to be effective in the normal activities of life. It

is difficult to measure the extent of knowledge and skills required to carry on daily

responsibilities relating to work, and supporting one self and one's family. For census purposes,

the ability to read and write and do simple computation is enough basis for categorizing a person

as literate. Even this is difficult to measure precisely; and census-takers have to rely on

respondents to declare whether they are literate or not. It is not possible to test respondents about

literacy in census operation.

6.9.1 Literacy and Development

Education is one of the fundamental means for all for alleviating poverty and bringing

improvement in the standard of living through different socio-economic activities. So, literacy is

the most important single means of attaining socio-economic development and of opening for the

individual, the door to innovative ideas and actions. Literacy enhances access to information that

may be necessary to conduct various essential activities in daily life and work. It enables a person

to improve his knowledge base, acquire education informally and make progress in life. The

objective of 9th

Plan (1997-2002) was to attend 70% literacy and that of the 10th

plan to achieve

75% literacy by year 2007 for population 6 years and above and make all people literate at the end


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of Twelfth Plan Period. UNESCO has made a worldwide call for eradicating illiteracy in the

member countries by the year 2000 A.D. The 'Education for all' Conference held in Jomtien,

Thailand (1990) called for action by the participating countries to reduce their respective illiteracy

rates by half, by the year 2000 A.D. The illiteracy should be abolished by the year 2015 AD

according to the Millennium Development Goals (MDGs) endorsed by UN in September 2001. In

the context of Nepal, since the illiteracy rate was 45.9 percent in 2001, the resolution implies that

illiteracy rate should be reduced drastically to meet the target endorsed by national and

international authorities.

Various measures are being taken in the country to raise the literacy rate. The expansion of free

primary education is the major contributing factor in raising the literacy rate. Primary education

tackles illiteracy at the source. However, there are large numbers of school dropouts especially

more girls, which adds to the numbers of illiterates.

Adult literacy activities are being carried out by various governmental and non-governmental

agencies in an integrated way. Literacy campaigns have been launched in some districts to

achieve literacy in a short period of time. Provisions are also made to distribute free textbooks for

girl students. Compulsory primary education is initiated in 5 districts. All these activities have

contributed to raise literacy in the country in recent years.

6.9.2 Census Data on Literacy

Censuses have been the main source of information on literacy situation in the country. Data on

literacy have been collected in all the censuses conducted since 1952/54. The concept of literacy

used in the censuses has remained almost uniform. The literacy competence was interpreted as

ability to read and write in any language in the censuses of 1952/54, 1961 and 1971. The 1981

census made a slight improvement in the definition of literacy. The literacy competence was

defined in this census as ability to read and write in any language with understanding. The 1991

and 2001 censuses made further improvement by defining literacy as ability to read and writewith understanding and to do simple arithmetic calculations. Census of 2001 categorized literacy

in two parts able to read and able to read and write with understanding in any language. The later

category was considered as literate in 2001 census. This provision further filtered the quality of

literacy consequentially literacy was reported to be in lower side than expected level in 2001.


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6.9.3 Literacy Situation in 2001

Literacy rates by single ages from 6 years to 14 years and for various age groups for 1981 and

2001 are presented in Table 6.14. The overall literacy rate in 2001 was 54.1 percent for both

sexes, 65.5 percent for the males and 42.8 percent for females. Nepal Living StandardMeasurement Survey (NLSS) 1995/96 using the same definition as of 2001 census, found low

literacy rate of 37.8% (52.2% for males and 24.4% for females.)

Between Census Household Information, Monitoring and Evaluation System (BCHIMES)

conducted by Central Bureau of Statistics (CBS) in year 2000-reported literacy rate of 57.6%

(70.0% for males and 44.9% for females) using the literacy definition of 1991 census.

On examining the percent of population who reported as can read only to be 5.9 percent in 2001

census, there was some probability that some of them could be reported as literate and the literacy

rate could be noted more than that of reported figures in both the 1995/96 survey and the 2001

census.

The lower literacy rates among females are the result of a variety of historical, economic and

social reasons. Social prejudices against female education, restriction on mobility of females, low

social status granted to the females, the system of early marriage and low participation of females

in formal education are the main reasons for low female literacy rate. The situation is now rapidly

changing. Females have now greater access to primary as well as upper levels of education; andeducation has become a necessity for social status as well as for economic betterment. There has

been a considerable increase in the literacy rate for the total population aged 6 years and above

between 1981 and 2001. The total literacy rate went up from 23.3 percent in 1981 to 54.1 percent

in 2001. The male literacy rate increased from 34.0 percent in 1981 to 65.5 percent in 2001.

Similarly, the female illiteracy rate went up from 12 percent in 1981 to 42.8 percent in

2001(Table 6.14 and Fig. 6.1).

6.9.4 Growth in Literacy Level by Sex

The overall literacy rate for population 6 years and above by sex and their growth over the years

is given in Table 6.14. It is seen that during 1981-2001, the total literacy rate has increased more

than two fold. The male literacy has increased less than double and the female literacy rate

increased more than three fold. The growth in the literacy rate has been greater for females than

that of males. Further, there has been an acceleration in the growth of literacy of females from


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1991-2001 decade compared to 1981-1991 decade. This in itself is a proof of the effort made

towards eradication of illiteracy and encouragement of females to enroll in school system.

Table 6.14 : Literacy rate by age and sex, Nepal, 1981-2001.

Literacy Rate (%)

1981 1991 2001@

Age/SexBoth

SexesMale Female

Both

SexesMale Female

Both

SexesMale Female

All ages (6+) 23.3 34.0 12.0 39.6 54.5 25.0 54.1 65.5 42.8

Adults (15+) 20.6*

31.7*

9.2*

33.0**

49.2**

17.4**

48.6 62.7 34.9

6 Years 14.0 17.5 10.5 34.3 40.1 28.3 34.9 36.9 32.8

7 Years 20.3 26.2 14.5 46.1 54.4 37.6 52.9 55.8 49.9

8 Years 24.3 31.1 16.8 51.0 61.0 40.4 61.8 65.8 57.6

9 Years 29.5 38.3 20.4 58.3 69.3 46.9 72.8 76.8 68.7

6-9Years 21.6 27.8 15.2 47.0 55.7 38.0 54.7 58.0 51.4

10 Years 34.4 44.4 22.6 60.0 71.8 46.9 72.5 77.4 67.1

11 Years 42.5 54.7 28.5 68.4 80.4 55.3 81.9 86.0 77.6

12 Years 38.0 49.8 23.9 61.9 74.7 47.8 78.5 83.9 72.5

13 Years 42.2 56.2 26.4 65.5 79.2 51.0 82.5 87.7 77.2

14 Years 40.0 53.9 24.0 62.3 76.4 47.5 80.7 86.4 74.9

10-14 Years 38.8 50.8 21.2 63.2 76.0 49.3 78.6 83.7 73.3

15-19 Years 33.6 48.2 17.5 54.7 71.5 38.6 74.3 82.5 66.2

20-24 Years 26.5 41.7 12.6 43.8 64.3 26.3 65.0 78.2 53.4

15-24 years 30.0

*

45.1

*

15.0

*

49.6

**

68.2

**

32.7

**

70.1 80.6 60.125-29 Years 23.0 36.3 10.1 35.1 54.7 17.6 55.7 71.4 41.4

30-34 Years 19.3 31.8 7.8 31.0 49.6 13.9 49.7 67.7 32.6

35-39 Years 17.5 27.6 6.7 28.4 45.3 11.2 42. 4 60.3 24.7

40-44 Years 14.6 23.7 5.5 24.1 41.2 7.9 37.5 55.7 19.5

45-49 Years 14.2 22.2 5.0 21.7 36.5 6.3 33.7 51.3 15.4

50-54 Years 12.5 19.4 4.6 18.1 30.9 4.7 28.5 45.1 11.1

55-59 Years 13.3 20.7 4.5 17.2 28.5 4.2 25.7 41.1 8.3

60-64 Years 10.2 16.1 3.8 13.6 24.0 3.1 19.1 32.4 5.6

65+ Years 10.5 16.4 3.9 14.3 24.5 3.5 16.0 27.5 4.2

Source : CBS, 1995; Population Monograph of Nepal, Table 16 p.378.

@CBS, 2002; population Census 2001, National Report Vol. II Table 11 p.136.

*CBS, 1984; Population Census 1981, Vol. I ,Part IV, Table 14 p.1

**CBS, 1993; Population Census 1991, Vol. I, Part X Table 30 p.1


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Figure 6.1: Literacy rate for 6 years and above by sex 1981-2001, Nepal

0

10

20

30

40

50

60

70

1981 1991 2001

Year

Percent

Male

Female

Both sex

6.9.5 Growth of Literacy in Specific Age and Sex

The literacy rate was highest for single age13 years. It was 82.5% (87.7 % for males and 77.2%

for females) in 2001. The adult literacy rate (for age 15 years and above) was 48.6% (62.7% for

males and 34.9% for females) in 2001. That rate was 20.6 % in 1981 and 33% in 1991. The

literacy rate was 44.5% (62.3% for males and 28.3% for females) in Nepal Labour Force Survey

(NLFS) in 1998/99 conducted by CBS. The definition of NLFS was similar to that of 2001

census. The literacy rate for age group 15-24 was 70.1% (80.6% for males and 60.1% for females)

in 2001 that rate was 49.6 % in 1991. This shows that the literacy rate of younger generations are

increasing fast during recent years compared to earlier years due to expansion of educational

facilities and increasing awareness of the people.

A comparison of adult literacy in Nepal with South Asia Association of Regional Co-operation

(SAARC) countries would be instructive. The literacy was highest for males (96%) in Maldives

followed by Srilanka (94%), India (68%), Nepal (62%) all of them in 1999, Bangladesh (59%) in

1998 and Bhutan 56% in 1995. That indicator was highest for females in Maldives (96%)

followed by Srilanka (89%), India (44%), Bangladesh (43%) Pakistan (32%), Nepal and Bhutan

28% in the same time period. Therefore in terms of literacy achievement Maldives and Srilanka

recorded highest position among SAARC countries (Table 6.15).


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Table 6.15 : Adult literacy rate in percent (15 years above) in South Asian Association of

Regional Co-operation (SAARC) countries during 1990s.

Year Year

(1990) (1995-99)Countries

Female Male Female Male

Bhutan 23 51 28 56 (1995)

Bangladesh 23 47 43 59 (1998)

India 34 62 44 68 (1999)

Maldives 92 93 96 96 (1999)

Nepal 11 37 28 62 (1999)

Pakistan 21 46 32 57 (1999)

Srilanka 85 93 89 94 (1999)

Source : Asian Development Bank by Oxford University Press : 2001. p.40

Table 6.16 : Literacy rate and intercensal change by sex, Nepal 1981-2001 for population 6

years and above.

Percent LiterateInter-Censal Change

(Average Annual Rate of Increase in %)Sex

1981 1991 2001 1981-91 1991-2001 1981-2001

Both Sexes 23.3 39.6 54.1 1.63 1.45 1.54

Male 34.0 54.5 65.5 2.05 1.10 1.58

Female 12.0 25.0 42.8 1.30 1.78 1.54

6.9.6 Age and Sex Patterns of Literacy in Rural and Urban Areas

The status of literacy by age and sex in 1991 and 2001 for the rural and the urban areas are

presented in Tables 6.17 & 6.18. The total literacy rate in the rural areas was 51.0 percent

compared to 71.9 percent in the urban areas in 2001. In the rural areas, 62.6 percent of the males

and 39.6 percent of the females were literate in 2001. In the urban areas, 81.2 percent of the males

and 61.9 percent of the females were literate in the same year 2001. There is evidently a wide

disparity in the literacy rates in the rural and urban area. The higher literacy rare in the urban areas

is attributable to the facts that there is greater necess ity of being literate in urban than in rural

areas, greater access to educational facilities and also greater awareness in the urban areas as well

as the tendency of educated rural people to migrate in urban areas for different job opportunities.

The literacy rate in the rural areas grew from 36.8 percent in 1991 to 51.0 percent in 2001. While

the literacy rate in the urban areas grew from 66.9 percent in 1991 to 71.9 percent in 2001.


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Literacy rate has improved much in the rural areas; the rural-urban difference in literacy rates has

declined substantially in this decade. It is likely that the difference will continue to prevail if

migration of educated persons from the rural areas to the urban areas continues as is happening at

present.

Table 6.17: Rural literacy rate by age and sex, Nepal 1991-2001

Rural Literacy Rate (%)

1991* 2001**Age/Sex

Both

SexesMale Female

Both

SexesMale Female

All ages (6 Years+) 36.8 51.9 22.0 51.0 62.6 39.6

Adult (15 Years+) 29.7 46.0 14.2 45.0 59.4 31.2

6 Year 31.8 37.7 25.7 31.5 33.6 29.4

7 Year 43.7 52.3 34.9 50.0 53.1 46.9

8 Year 48.8 59.2 37.7 59.6 63.8 55.0

9 Year 56.1 67.8 44.3 70.7 74.9 66.4

6 - 9 Years 44.7 53.7 35.3 52.0 55.4 48.5

10Year 58.0 70.5 44.4 70.6 75.9 65.0

11Year 66.6 79.3 52.6 80.6 84.9 76.1

12Year 60.0 73.5 45.1 77.1 82.8 70.7

13Year 63.5 78.1 48.0 81.0 86.8 75.1

14 Year 60.1 75.2 44.3 79.1 85.4 72.6

10-14Years 61.2 74.8 46.6 77.0 82.5 71.2

15-19 Years 51.8 69.6 35.0 71.7 80.8 63.1

20-24 Years 39.8 61.2 22.0 61.4 75.8 49.015-24 Years 48.2* 67.2* 31.1* 76.0 78.6 56.5

25-29 Years 31.1 51.2 13.6 51.2 67.8 36.6

30-34 Years 27.3 46.0 10.4 45.1 63.9 27.8

35-39 Years 25.0 41.9 8.1 37.9 56.1 20.2

40-44 Years 21.1 37.8 5.5 33.2 51.4 15.7

45-49 Years 19.0 33.3 4.2 30.4 47.3 13.6

50-54 Years 15.9 28.1 3.1 26.6 42.5 10.1

55-59 Years 15.3 26.0 2.8 24.7 39.9 7.3

60-64 Years 12.0 21.8 2.2 18.5 31.6 4.9

65 Years+ 12.7 22.3 2.5 15.8 26.9 3.9

Source : * CBS 1995, Population Monograph of Nepal Table 18, p.380 and CBS 1994, Population Census

Vol. I, Part X and Vol II

**CBS 2002, National Report Volume II Table 11 p.136 Special table generation


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There has been an improvement in rural literacy rate during 1991-2001. The male rate went up

from 51.9 percent in 1991 to 62.6 percent in 2001. The female rate went up from 22 percent in

1991 to 39.6 percent in 2001.

Table 6.18: Urban literacy rate by age and sex, Nepal, 1991-2001.

Urban Literacy Rate (%)

1991 2001Age

Both

SexesMale Female

Both

SexesMale Female

6 years & above 66.9 78.0 54.8 71.9 81.2 61.9

15 years & above 62.5 76.0 47.8 68.3 80.0 55.8

6 Year 63.5 67.2 59.6 59.9 61.1 58.5

7 Year 73.7 77.4 69.7 73.9 75.3 72.3

8 Year 77.1 81.6 72.1 79.4 81.0 77.6

9 Year 82.4 86.5 78.0 87.2 89.2 84.9

6 9 Years 73.9 77.9 69.6 74.6 76.3 72.8

10 Year 81.3 86.2 75.7 85.7 88.3 82.8

11 Year 86.5 90.6 81.9 90.4 92.8 87.6

12 Year 82.4 87.1 76.9 88.0 90.7 84.8

13 Year 84.7 89.3 79.7 91.2 93.0 89.4

14 Year 83.0 87.8 77.8 90.2 92.4 88.0

10-14Years 83.4 88.0 78.2 88.9 91.2 86.4

15-19 Years 79.4 86.4 71.8 87.1 90.8 82.9

20-24 Years 73.8 85.1 62.1 82.0 89.0 75.215 24 Years 76.6* 85.8* 66.9* 84.7 90.0 79.1

25-29 Years 66.7 80.3 52.6 76.3 86.5 65.7

30-34 Years 63.1 77.8 46.8 71.7 84.4 57.7

35-39 Years 59.0 74.0 41.6 65.4 80.1 49.0

40-44 Years 54.0 71.4 33.8 60.9 77.0 42.4

45-49 Years 50.2 67.5 29.2 54.0 73.6 28.4

50-54 Years 43.9 61.7 23.6 42.8 63.9 18.4

55-59 Years 40.1 57.8 19.6 33.3 51.8 15.8

60-64 Years 33.3 51.8 14.9 24.2 40.4 11.0

65 Years+ 31.6 50.2 13.8 17.6 32.9 5.9

Source : CBS 1995, Population Monograph of Nepal Table 18, p. 380

* CBS 1994, Population Census 1991, Vol.II

CBS 2002, Population Census 2001 National Report Special Table


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Figure 6.2: Literacy rate for 6 years and above by sex and rural- urban, Nepal, 1981-2001.

0

10

20

30

40

50

60

70

80

90

1981 1991 2001

Year

Percent Male Rural

Male Urban

Female Rural

Female Urban

The urban literacy rate increased from 66.9 percent in 1991 to 71.9 percent in 2001. The male

literacy rate increased by 3 percentage points from 78 in 1991 to 81.2 in 2001. The female literacy

rate also increased by about 7 percentage points from 54.8 in 1991 to 61.9 in 2001. The gain in

literacy during 1991-2001 was greater for females than that of males in both urban and rural areas.

This implies that proportionately more females than males became literate in the rural areas

during 1991-2001(Table 6.17,6.18 and fig. 6.2). Urban literacy rate for 55 years and above in

2001 was noticed lower than that of 1991. One of the reasons was that in those categories only

can read percent was about 9 percent in urban and 6 percent in rural areas in 2001. If there was no

filtered question there was probability to include some of them in literate category.

6.9.7 Regional Variations in Literacy Rate

6.9.7.1 Literacy Rate by Development Regions

The status of literacy in 1991 and 2001 for development regions is presented in tables 6.19.

Western Development Region had the highest (59.3%) literacy rate followed by the Eastern

Development Region (55.7%) and Central Development Region (52.9%). The Mid- Western

Development Region with 49.4 percent and Far Western Development with 48.7 percent, are the

regions with relatively lower and nearly identical literacy rates in 2001. While EDR had the

highest (44.3%) and Mid- western had the lowest (31.8%) literacy rate in 1991. On examining the

literacy rate by gender in different development regions both males and females had the highest


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(70.4% for male and 49.3% for females) literacy rate in WDR and lowest (61.1 % for male) in

MWDR and FWDR in 2001. The literacy for males was highest (59.3%) in EDR followed by

WDR and lowest (47.6%) for MWDR in 1991. On examining the female literacy, it was found

highest (29.2%) in EDR and lowest 13.3% in FWDR in 1991. During this decade female literacy

growth rate improved more than that of males in all the development regions.

The growth of literacy rate in different development regions during the same period is also given

in Table 6.19. During this decade Nepal gained literacy by 14.5 percentage points. The MWDR

gained the highest percentage point (17.6) and EDR gained the lowest (11.4) percentage points in

the same time period 1991 2001.

Table 6.19 : Literacy rate and inter-censal growth rate by development regions, 1991 and

2001.

1991 2001

Increase in

PercentagePoints

Developmentregions

BothSexes

Male FemaleBothSexes

Male Female Both Sexes

EDR 44.3 59.3 29.2 55.7 66.5 45.0 11.4

CDR 38.6 52.0 24.6 52.9 63.7 41.6 14.3

WDR 44.0 58.5 28.9 59.3 70.4 49.3 15.3

MWDR 31.8 47.6 16.3 49.4 61.1 37.7 17.6

FWDR 32.2 52.0 13.3 48.7 64.7 33.2 16.5

Nepal 39.6 54.5 25.0 54.1 65.5 42.8 14.5

Source : CBS 1995, Population Monograph of Nepal Table 20 A, 20 B. p. 380

CBS 2002, Population Census 2001, National Report Vol. II Table 11

6.9.7.2 Literacy Rate by Ecological Zones and Eco-development Regions

The total literacy rate by ecological zones and eco-development regions is presented in Table 6.20

for 1991 and 2001. Among the ecological zones, the Hills had the highest literacy followed by

Terai and lowest in Mountain both in 1991 and 2001. The highest literacy was noted in Central

Hills followed by Western Hills and lowest in MWDR Mountain among the eco-development

regions both in 1991 and 2001.


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Table 6.20 : Literacy rate by ecological zones, both sexes, 1991 and 2001 .

1991

Ecological ZonesEDR CDR WDR MWDR FWDR Nepal

Mountains 45.1 31.1 47.0 22.0 31.2 33.2

Hills 44.6 48.4 48.0 31.6 30.6 43.9

Terai 44.0 30.8 36.6 35.0 34.4 36.5

Total 44.3 38.6 44.0 31.8 32.2 39.6

2001

Mountains 51.4 43.7 55.4 31.2 39.7 43..5

Hills 56.9 63.9 61.8 47.2 44.6 58.6

Terai 55.7 43.8 55.4 54.1 55.5 51.3

Total 55.7 52.9 59.3 49.4 48.7 54.1

Table 6.21 presents the literacy by sex and by eco development regions. The male and female

literacy rates in the Mountain zones were the lowest among different ecological zones. Over the

period 1981-2001, the total literacy rate in Mountains increased from 18.0 percent to 43.5 percent;

the literacy rate in Hill increased from 24.9 percent to 58.6 percent. Similarly the literacy rate in

the Terai increased from 22.5 percent to 51.3 percent. Relatively there has been a large increase

(in percentage points) on literacy rate in Hills followed by Terai and lowest in Mountain

ecological zones (Table 6.21).

As may be seen from Table geographic variations are not identical in all the development regions.

The Mountains in WDR have relatively high literacy rate (above the national average), compared

to the Mountains in other development regions. The Hills in CDR, WDR and EDR have

relatively higher literacy rate (above the national average) compared to the Hills in the other two

development regions. The Terai in all development regions has relatively higher and almost equal

literacy rate (also above or equal to the national average) compared to the Terai of central

development region in 2001. In general, the Mountain in EDR, CDR, MWDR, FWDR, the Hills

in MWDR, FWDR and Terai in CDR have relatively low literacy rates in 2001.


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Table 6.21 : Literacy rate by sex and development regions, ecological zones and eco-

development regions of Nepal, 1981-2001.

Literacy Rate (%)

1981 1991 2001

Regions/Zone Both

sexes Male Female

Both

sexes Male Female

Both

sexes Male Female

EDR

Mountains

Hill

Terai

27.4

26.5

25.3

28.8

39.5

40.6

38.7

39.7

14.5

12.1

11.7

16.8

44.3

45.1

44.6

44.0

59.3

62.0

61.4

57.9

29.2

29.0

28.5

29.7

55.7

51.4

56.9

55.7

66.5

61.5

67.8

66.5

45.0

41.7

46.4

44.7

CDR

Mountains

Hill

Terai

22.7

15.6

28.6

18.8

32.3

23.6

39.3

27.5

12.5

6.9

28.9

9.3

38.6

31.1

48.4

30.8

52.0

46.5

63.0

43.0

24.6

15.7

33.6

17.8

52.9

43.7

63.9

43.8

63.7

55.1

74.7

54.6

41.6

32.4

52.7

32.2

WDR

Mountains

Hill

Terai

25.8

22.4

27.5

22.1

38.3

31.4

41.3

32.2

13.2

12.4

25.9

11.0

44.0

47.0

48.0

36.6

58.5

59.2

63.6

49.9

28.9

33.5

34.7

23.0

59.3

55.4

61.8

55.4

70.4

63.5

73.0

66.7

49.3

45.8

52.4

44.0

MWDR

Mountains

Hill

Terai

16.4

12.3

16.1

18.3

25.2

19.3

25.8

26.5

7.3

4.7

20.6

9.3

31.8

22.0

31.6

35.0

47.6

36.9

49.4

48.4

16.3

6.4

14.6

21.2

49.4

31.2

47.3

54.1

61.1

46.2

60.5

64.0

37.1

14.7

34.5

44.2

FWDR

Mountains

Hill

Terai

17.3

15.4

17.0

19.1

26.8

24.8

26.9

28.0

7.6

6.2

7.6

8.7

32.2

31.2

30.6

34.4

52.0

53.1

53.3

50.4

13.3

10.5

10.1

18.2

48.7

39.7

44.6

55.5

64.7

59.1

64.1

67.3

33.2

21.3

26.6

43.4

NEPAL

Mountains

HillTerai

23.3

18.0

24.922.5

34.0

27.6

36.932.1

12.0

7.8

12.911.9

39.6

33.2

43.936.5

54.5

50.2

60.249.8

25.0

16.5

28.522.7

54.1

43.5

58.651.3

65.5

56.9

70.662.1

42.8

30.4

47.340.1

Source : CBS,1995: Population Monograph of Nepal Table 21 p. 384

CBS 2002: Population Census 2001, National Report Vol. II Table 11


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6.9.7.3 Literacy Rate by Rural/Urban Residence in the Development Regions

Literacy status by the rural and urban residence and by the development regions for 1991 and

2001 is presented in Table 6.22. It is seen that in 2001, the rural areas in WDR had the highest

(57.5%) literacy rate followed by rural EDR and lowest (46.9%) in rural CDR. The male literacy

rates are consistently higher than that of females in all the areas. It suggests that greater efforts

should be made to improve female literacy in all the areas. The data indicate greater efforts have

been made in providing education in the rural areas of WDR and EDR as compared to efforts

made in the rural areas of other development regions.

With regard to 2001, literacy rates in the urban areas in different development regions, the CDR

had the highest literacy rate (75.7%) and this is true for both the males and females literacy rates.

The second highest urban literacy rate (73.2%) is found in the WDR and lowest (60.3%) was in

FWDR. In 2001, the male literacy rate in the urban areas of all development regions was above 70

percent. It is surprising that the male literacy of urban in MWDR was found slightly less than that

of 1991. It might be due to inclusion of some of the rural areas to urban areas after 1991 census

and change of literacy definition. The female literacy rates in all the urban areas were above 46

percent in 2001.

Both the rural literacy rate and the urban literacy rate in the country showed improvement over

the period 1991 and 2001. As may be seen from Table 6.22, the rural literacy rate increased from

36.8 percent in 1991 to 51.0 percent in 2001; the urban literacy rate increased from 66.9 percent

in 1991 to 71.9 percent in 2001 exhibiting more increment in rural areas than that of urban areas

in terms of percentage points.

During the period 1991-2001, there has been an increase in literacy rate ranging from 11 to 17

percentages points in the rural areas of the development regions, the greatest increase being in

WDR and FWDR.

During the same period, increase in literacy rate in urban areas of the different development

regions varied between 3 and 8 percentage points. Higher increments (in percentage points) are

seen to have occurred in the case of WDR and FWDR as compared to those in other regions.


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Table 6.22 : Literacy rate by rural-urban residen ce in development regions, Nepal 1991-

2001.

1991 2001

Rural Urban Rural UrbanDev.

Regions Both

SexesMale Female

Both

SexesMale Female

Both

SexesMale Female

Both

SexesMale Female

Nepal 36.8 51.9 22.0 66.9 78.0 54.8 51.0 62.6 39.6 71.9 81.2 61.9

EDR 42.5 57.8 27.3 65.3 76.5 53.1 54.0 64.9 43.1 68.6 77.8 59.0

CDR 32.7 46.5 18.6 70.1 80.4 58.7 46.9 58.1 35.3 75.7 84.2 66.2

WDR 42.7 57.3 29.5 65.1 75.8 53.7 57.5 68.6 47.5 73.2 83.1 63.5

MWDR 30.5 46.4 14.9 61.3 72.9 48.7 48.1 60.1 36.4 62.2 72.1 52.1

FWDR 30.6 50.5 11.7 53.3 70.5 35.1 47.2 63.5 31.5 60.3 73.7 46.4

6.9.7.4 Literacy Rate by Districts

Literacy rate by districts for 1991 and 2001 are presented in Table 6.23. Among the districts,

Kathmandu occupied the first position with respect to literacy rate and is followed by Kaski and

Chitwan in 2001. The literacy rate in Kathmandu was 77.2 percent, while in Kaski and Chitwan

were 72.1 percent and 71.1 percent respectively. The lowest literacy rates were in Humla and

Mugu .

Table 6.23 : Literacy rate for population 6 years and above by sex for development regions

and districts 1991-2001.

Literacy Rate 6 Years and Above

1981* 1991* 2001**Region / District

Total Total Male Female Total Male Female

NEPAL 23.3 39.6 54.5 25.0 54.1 65.5 42.8

EDR 27.4 44.3 59.3 29.2 55.7 66.5 45.0

Taplejung 28.8 46.1 62.4 30.6 52.6 62.9 42.8

Panchathar 24.0 43.9 61.7 26.9 55.4 65.7 45.6

Ilam 33.0 52.5 65.9 39.0 66.5 74.4 58.6

Jhapa 37.0 56.3 67.8 44.5 67.1 75.6 58.8


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Morang 30.5 48.9 62.2 35.2 57.0 67.1 46.8

Sunsari 30.8 44.7 59.1 60.2 60.6 70.9 50.3

Dhankuta 31.2 49.6 66.3 33.5 64.3 74.5 54.5

Terhathum 33.8 55.7 74.9 37.6 59.3 71.3 48.2

Sankhuwasabha 27.5 48.6 65.4 32.6 54.2 63.7 45.1

Bhojpur 23.7 41.9 58.9 26.3 54.8 66.1 44.4

Solukhumbu 21.8 38.9 56.8 21.5 45.9 56.7 35.5

Okhaldhunga 17.8 39.1 56.2 23.1 49.3 63.6 36.3

Khotang 22.9 40.3 58.4 23.6 50.2 62.3 38.8

Udayapur 19.3 38.2 55.2 21.5 53.6 64.8 42.5

Saptari 25.2 34.8 51.4 17.8 49.6 63.2 35.5

Siraha 17.6 28.8 43.5 13.3 40.7 53.6 27.1

CDR 22.7 38.6 52.0 24.6 52.9 63.7 41.6

Dhanusa 18.4 30.1 43.1 16.1 48.7 60.1 36.3

Mahotari 16.3 26.0 37.3 13.9 34.7 45.9 22.4

Sarlahi 15.6 26.2 38.0 13.5 36.5 46.9 25.4

Sindhuli 19.4 33.1 48.6 17.7 50.5 62.6 38.5

Ramechhap 17.8 30.4 49.3 12.9 39.4 53.8 26.6

Dolakha 17.5 34.9 53.1 17.7 51.1 64.0 38.8

Sindhupalchoke 15.1 29.7 44.1 15.0 40.6 51.8 29.5

Kavre 24.3 39.6 56.2 23.7 64.0 75.7 52.8

Lalitpur 37.1 62.4 76.5 48.0 70.9 81. 60.4

Bhaktapur 32.4 58.8 74.8 42.7 70.6 81.1 59.6

Kathmandu 50.0 70.1 82.2 57.0 77.2 86.5 66.6

Nuwakot 18.3 31.6 45.4 18.0 51.4 62.4 40.7

Rasuwa 9.2 23.0 33.8 11.3 34.3 42.8 24.8


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Dhading 15.0 32.2 46.2 18.5 43.7 53.9 34.0

Makwanpur 24.1 38.6 52.1 24.7 63.4 72.6 53.9

Rautahat 12.6 23.7 34.7 11.9 32.7 42.9 21.7

Bara 17.9 28.2 41.7 13.7 42.7 55.2 29.1

Parsa 21.3 32.5 46.2 17.9 42.6 55.5 28.2

Chitawan 33.7 53.1 65.7 40.9 71.1 79.3 63.0

WDR 25.8 44.0 58.5 30.8 59.3 70.4 49.3

Gorkha 18.3 43.8 57.4 31.0 54.3 64.4 45.7

Lamjung 32.7 47.1 62.0 34.0 56.9 69.0 46.3

Tanahu 25.3 50.4 66.5 36.2 62.0 72.6 53.0

Syangja 28.1 51.3 66.9 38.4 66.7 77.9 57.7

Kaski 35.0 57.2 71.0 44.5 72.1 83.2 61.8

Manang 20.5 43.1 54.9 30.1 60.4 67.3 52.7

Mustang 23.3 48.5 60.8 34.8 52.1 61.1 41.1

Myagdi 22.1 39.6 55.0 26.1 56.0 67.9 45.9

Parbat 31.8 51.9 68.5 38.1 57.0 68.2 47.7

Baglung 23.2 41.1 57.3 27.5 61.7 73.1 52.3

Gulmi 31.8 46.8 64.6 32.7 57.8 70.1 48.1

Palpa 28.7 48.2 63.9 34.9 66.2 76.2 57.8

Nawalparasi 22.9 39.2 53.3 25.2 53.3 66.0 40.9

Rupandehi 27.5 40.0 53.4 26.2 66.2 76.2 55.9

Kapilbastu 13.2 28.8 41.1 15.5 41.8 53.3 29.5

Arghakhanchi 25.3 43.3 59.5 29.7 56.1 67.2 46.9

MWDR 16.4 31.8 47.6 16.3 49.4 61.1 37.7

Pyuthan 16.5 32.7 51.4 17.0 46.9 62.4 34.0

Rolpa 14.9 27.7 46.6 10.2 37.5 53.1 23.1


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Rukum 13.8 28.8 46.8 11.3 40.3 51.0 29.0

Salyan 13.5 29.8 47.5 12.5 48.5 60.2 36.2

Dang 21.5 39.9 55.8 24.4 58.0 69.3 46.9

Banke 18.2 34.6 46.4 21.8 57.8 66.0 49.2

Bardiya 13.9 29.4 41.6 16.8 45.7 55.5 35.9

Surkhet 21.5 42.6 60.2 25.5 62.7 73.9 51.7

Dailekh 18.6 29.8 48.3 11.3 48.0 64.7 32.3

Jajarkot 11.5 23.6 38.0 9.0 39.5 49.4 29.1

Dolpa 12.6 23.3 37.5 8.4 35.0 49.6 19.8

Jumla 18.2 25.4 41.5 8.5 32.5 47.0 16.8

Kalikot 8.5 19.6 33.6 5.1 38.5 54.2 17.8

Mugu 9.5 22.0 37.9 5.2 28.0 45.4 9.3

Humla 13.1 19.6 33.7 4.6 27.1 41.3 11.8

FWDR 17.3 32.2 52.0 13.3 48.7 64.7 33.2

Bajura 11.6 25.2 43.4 7.7 34.1 51.2 17.3

Bajhang 12.9 27.6 50.1 7.0 35.5 57.6 15.2

Achham 14.9 23.9 45.3 5.5 33.8 54.1 16.0

Doti 12.5 28.6 48.7 9.9 43.7 61.2 26.0

Kailali 16.0 30.3 45.3 15.1 52

chapter 06 population growth and eductional development

Documents